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A critical review of telecollaboration in Chinese as a second language education: a post-COVID-19 outlook

  • Xinya Lan

    Xinya Lan, is currently a postgraduate student in the Research Institute of International Chinese Language Education at Beijing Language and Culture University. Her research interests include Chinese as a second language learning and teaching, Chinese reading, and educational technologies.

     ORCID logo     and Zhonggen Yu

    Zhonggen Yu, is a Professor and Ph.D. supervisor in the Department of English Studies, Faculty of Foreign Studies at Beijing Language and Culture University. He has published over 140 academic papers in distinguished journals and is editor-in-chief of the Forum for Linguistic Studies, editor-in-chief of the International Journal of Technology-Enhanced Education, academic editor of Education Research International, and editorial board members of both Languages and Education Sciences. His research interests include educational technologies, language attrition, and language acquisition.

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Published/Copyright: September 19, 2023
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Chinese as a Second Language Research
From the journal Chinese as a Second Language Research Volume 12 Issue 2

Abstract

With the advent of information and communication technology, telecollaboration projects in foreign language education have received growing attention. This study critically reviews telecollaboration practices in the context of Chinese as a second language. Our objective is to identify the inherent problems associated with existing programs and suggest a comprehensive framework for new telecollaborative practices, encompassing aspects such as language partner-matching, research topics, in/pre-service teacher-related issues, and overall benefits, adverse effects, and limitations of such. The study employed VOSviewer and CitNetExplorer to visualize partial results and followed the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) for screening literature. The findings indicate a pressing need to address the rationale behind selecting and matching language partners for Chinese as a second language. The predominant research topics concern student perception and learning gains resulting from telecollaboration projects, with scant attention given to teacher perception and requisite training, specifically among pre-service Chinese teachers. Additionally, the researchers examined the implications for future research, notably the establishment of a shared resource platform designed to enhance writing, reading, interpreting, and translating skills within the scope of informal Chinese language learning contexts, particularly in the wake of the COVID-19 pandemic.

摘要

随着信息通信技术的到来, 外语教育中的远程协作项目越来越受到重视。本研究对汉语作为第二语言背景下的远程协作实践进行了批判性的回顾。我们的目标是确定与现有项目相关的内部问题, 并为新的远程协作实践提出一个全面的框架, 包括语言合作伙伴匹配、研究主题、在职/职前教师相关问题以及总体利弊和局限性等方面。本研究使用VOSviewer 和 CitNetExplorer 工具对部分结果进行可视化分析, 并按照 PRISMA-P 的步骤筛选文献。研究结果表明, 目前亟需强化挑选和匹配汉语学习伙伴背后的理据。主要的研究主题是从学生的感知出发, 以及远程合作项目带来的学习收益, 很少关注教师的视角和必要的培训, 特别是在职前汉语教师中的训练。此外, 我们还对未来的研究做出了展望, 特别是在后疫情时代建立一个共享资源平台, 旨在提高非正式汉语学习背景下的写作、阅读、口译和翻译技能。

Keywords: Chinese as a second language teaching and learning; language partners; post-COVID-19; telecollaboration
关键词: 远程协作; 语言伙伴; 后疫情时代; 汉语作为第二语言教学
Corresponding author: Zhonggen Yu, Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China, E-mail: /

About the authors

Xinya Lan

Xinya Lan, is currently a postgraduate student in the Research Institute of International Chinese Language Education at Beijing Language and Culture University. Her research interests include Chinese as a second language learning and teaching, Chinese reading, and educational technologies.

Zhonggen Yu

Zhonggen Yu, is a Professor and Ph.D. supervisor in the Department of English Studies, Faculty of Foreign Studies at Beijing Language and Culture University. He has published over 140 academic papers in distinguished journals and is editor-in-chief of the Forum for Linguistic Studies, editor-in-chief of the International Journal of Technology-Enhanced Education, academic editor of Education Research International, and editorial board members of both Languages and Education Sciences. His research interests include educational technologies, language attrition, and language acquisition.

Acknowledgment

We thank the CASLAR reviewers, whose precious comments and suggestions have greatly helped us improve the quality of this paper.

  1. Research funding: This work is supported by the Fundamental Research Funds for the Central Universities, and the Research Funds of Beijing Language and Culture University (22YCX050) “The comparative study of foreign reading models and their application in Chinese reading.” This work is also funded by 2019 MOOC of Beijing Language and Culture University (MOOC201902) “Introduction to Linguistics” of online and offline mixed courses in Beijing Language and Culture University in 2020; the Special Fund of Beijing Co-construction Project-Research and reform of the “Undergraduate Teaching Reform and Innovation Project” of Beijing higher education in 2020 (202010032003). The research project of Graduate Students of Beijing Language and Culture University “Xi Jinping: The Governance of China” (SJTS202108).

Appendix A
Table 2:

Significant citations guiding the current study.

Author Journal Aim Method Participants Finding
Chen and Du (2022) Asia-Pacific Education Researcher To investigate the effect of project-based online intercultural collaborative learning A sequential mixed-method design 30 Danish CSL beginners and 10 Chinese students Experimental class students performed better in project outcomes in terms of intercultural awareness
Jin (2013) Language Learning & Technology To investigate the language development outcomes and process in a 10-week Sino-American telecollaborative project Longitudinal Ten college-level American learners of Mandarin Chinese and their respective native Chinese partners from China American learners’ production quantity in Mandarin Chinese increased steadily
Luo and Gui (2021) Computer-Assisted Language Learning To examine the student perceptions as well as the challenges of a carefully designed Chinese-American telecollaborative learning program An action research approach 21 Chinese language college students in the US and 21 English majors in Shanghai It was well received among the CSL students at the US college. The intermediate-level CSL students evaluated this program more positively than the elementary-level students
Luo and Yang (2018) Computer-Assisted Language Learning To synthesize literature about the telecollaborative practice A comprehensive review Literature from previous studies Models, tasks, challenges, technologies, and new trends were identified and discussed with implications
Luo and Yang (2022) ReCALL To investigate the pedagogical benefits of a Chinese-American virtual exchange A mixed-methods approach 12 CSL college students in the US and 21 native Chinese speakers in China Cultural and linguistic knowledge was improved. Learning motivation was enhanced
Moloney (2013) Language and Intercultural Communication To investigate the teacher’s role in an online collaborative learning project A qualitative approach An Australian teacher Teacher communication between Australia and China broke up during the project
Wang et al. (2012) Journal of Universal Computer Science To propose and validate an original pedagogical design of an e-Tandem course A mixed-methods approach Six students from China and Switzerland The project yielded satisfactory learning results: Speaking and writing skills and intercultural competence were improved
Zhang (2014) Computer-Assisted Language Learning To investigate how first-year Chinese language learners’ open and close their online chats with native speakers Qualitative data analysis (23 conversations of online chats) 14 CSL learners in the US and 25 pre-service Chinese language teachers in China Telecollaboration learning enriched L2 Chinese learning and made up for the limitations of the textbooks
Wang and Devitt (2022) Language Teaching Research To investigate the use of computer-mediated communication in learning CSL Systematic review 68 empirical research articles and three review articles Mostly using a mixed-methods approach, the majority of studies were in formal education contexts within Anglophone countries
Cappellini (2016) Innovation in Language Learning and Teaching To investigate students’ interactions in a French-Chinese teletandem A sequential mixed-method design 17 teletandem pairs from China and France Lexical acquisition sequences and explanatory sequences were dominant. Chinese was frequently used
Chen (2020) Journal of Technology and Chinese Language Teaching To investigate the effect of two approaches (A1, A2) of a text-based online communicative activity A mixed-methods approach 95 US college students Although both approaches met the purposes of the activity, they played different roles in facilitating L2 Chinese learning
Sung and Cheng (2017) Journal of Technology and Chinese Language Teaching To investigate language teaching and learning via one-on-one desktop videoconferencing A mixed-methods approach 12 pre-service teachers from Taiwan and 12 college learners of Chinese in the US Teachers used mostly repetition as instruction feedback. Learners complimented this project and recommended room for improvement
Tseng et al. (2020) Journal of Technology and Chinese Language Teaching To investigate the effect of online real-time immersive communication on speaking ability and learning experience Quantitative (test) and qualitative (survey) methods 37 pre-service CSL teachers in Taiwan and 11 college CSL learners in the US The program could facilitate students’ speaking performance and overall language learning experience
Luo and Gao (2022) Computer-Assisted Language Learning To investigate the effect of a semester-long Chinese-American telecollaborative exchange via WeChat Qualitative data analysis (reflection journals and transcripts) 11 CSL college students in the US and 11 EFL university students in China CSL learners participated actively in the program and were able to engage in in-depth conversations
Renner and Kaltenegger (2021) International Journal of Multilingualism To investigate the discursive constructions of language variation in a Chinese–German e-Tandem setting A case study approach One e-Tandem dyad from Austria and Taiwan Learning diversity in tandem varieties has the potential to offer valuable opportunities, not

only to learn about target language variation but also to increase language awareness regarding one’s expert language
Appendix B
Table 3:

Research topic, benefit, challenge, and limitation.

Topic Benefit Challenge Limitation Study

  1. Speaking ability

  2. Student perception

  1. Improvement in speaking abilities

  2. Chance to learn Chinese culture

  1. Heavy workload for L2 Chinese students

  2. Deprivation of weekend time

 Not clearly stated Tseng et al. (2020)

  1. Instructional feedback

  2. Student perception

  1. Application of a wide variety of teaching instructions

  2. Improvement in listening skills

  3. Gains in cultural knowledge

  1. Limited target language knowledge

  2. Lack of teaching experience and not knowing the students very well

  3. Unstable internet connection

  4. Little progress in grammar

  1. Incompletion of data collection due to technical issue

  2. Sample: focused only on one single advanced Chinese class

 Sung and Cheng (2017)

  1. Student perception

  2. Challenges and needing improvement

  1. Positive evaluation of the one-on-one WeChat conversation and WeChat group discussion

  1. Unfavorable evaluations from half of the elementary-level class

  2. Classroom level (i.e., heavy workload, irrelevance to Chinese proficiency development, the demanding role of the teacher, affected course grade)

  3. Socio-institutional level (i.e., scheduling and technical issues with Skype conversations, target language proficiency gap, and WeChat tech issues)

  4. Interaction level (i.e., lack of depth in WeChat group discussion and awkward experience)

  5. Individual level (i.e., unreliable partner)

  1. Inattention to the benefits or learning outcomes

  2. Incompletion of data collection on WeChat

  3. No transcripts of the Skype conversation

  4. Unexplored longitudinal research on students’ changes

 Luo and Gui (2021)

  1. Student perception

  2. Intercultural competences

  1. Enhancement in student motivation and in-depth interactions

  2. Effective pedagogical approach for teaching culture through song sharing

  1. Difficulties and frustrations in scheduling one-on-one videoconferencing conversations due to the sizable time difference and the busy schedules

  2. Technological issues: Setting up a WeChat account and YouTube links were not accessible

  1. No analysis of complete recordings, including visual

  2. Exclusion of Chinese student perception

  3. Limitation of an assessment model of intercultural competence

 Luo and Gao (2022)

  1. Opening and closing of online chats

  1. Enrich natural ways of opening and closing online chats outside the textbook

  2. Enhance pedagogical practices by saved chat logs

  1. Limited opportunities for exploring the closing during the class time

  2. Learners mostly initiated the closing

  3. Some closings did not appear in online chat e.g., “慢走”

  1. Not clearly stated

 Zhang (2014)

  1. Mandarin Chinese development in production and how it can be scaffolded

  1. Increase in Chinese production quantity gains

  1. Lack of relevant scaffolding, which led to linguistic accuracy, namely, the quality gains remained low

  1. Small sample size

  2. Short duration- only lasted for ten weeks

  3. Exclusion of other linguistic forms, e.g., vocabulary and sentence structure

  4. Eight dyad dropouts were not analyzed

  5. Limitation in the theoretical framework

 Jin (2013)

  1. Student perception

  1. Promotion of cultural learning

  2. Improvement of Chinese language skills

  3. Enhancement of learning motivation -Establishment of a language learning community

  1. Difficulties in Skype scheduling due to the 12-hour time difference

  1. Small sample size with no control group in the research design

  2. Exclusion of advanced-level students

  3. Exclusion of Chinese student perception

  4. Lack of longitudinal case studies

 Luo and Yang (2022)

  1. e-Tandem Chinese-French writing

  1. Improvement of speaking and writing skills and intercultural competence

  2. Smooth practical course management

  1. How to integrate to a full foreign language course

  2. The organization of the course

  3. The involvement and the workload

  4. The balance between peer correction and teacher/tutor feedback

 A pilot study with only six students Wang et al. (2012)

  1. Intercultural sensitivity

  1. An enjoyable and authentic environment for Chinese communication

  2. Positive attitudes toward different cultures

  1. Low averages of interaction confidence and attentiveness

  2. Technological issues

  3. Limited Chinese proficiency

  1. Small sample size

  2. Time constraints

 Wang et al. (2021)

  1. Chinese language and cultural gains

  2. Student perception

  1. A deeper understanding of the target culture

  2. Enhancement of learning interests and motivation

  1. Difficulties in catching up due to limited proficiency and in supporting such group work by Chinese students

  2. Time constraints in getting the work done and getting to know each other

  3. WeChat functions were not used to the maximum due to busy schedules and time differences

  1. Small sample

  2. Short duration

  3. Unrevealed details of student groups’ variations

 Chen and Du (2022)

  1. Peer interaction in online postings outside of classes

  1. Application of knowledge to new linguistic situations

  2. Enhancement of classmates’ interactions in Chinese

  3. Promotion in autonomic learning, interest, and motivation

  4. Good operability for teachers and low workload for students

  1. Postings without feedback from peer learners could affect the mood of the students

  1. Not clearly stated

 Chen (2020)

  1. Teacher communication

  1. Not clearly stated

  1. Teacher communication breakdown due to different teacher beliefs

  2. Unequal participation

  1. A case study of short duration

  2. Inability to collect data from China

 Moloney (2013)

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Published Online: 2023-09-19
Published in Print: 2023-10-26

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Papers in English
  3. Assessing the dimensionality of Chinese as a second language reading: a confirmatory factor analysis approach
  4. A critical review of telecollaboration in Chinese as a second language education: a post-COVID-19 outlook
  5. Anxiety in L2 Chinese from different angles
  6. Papers in Chinese
  7. 发展与挑战: 从一个大学的中文项目看美国中文教育的发展
  8. 汉语为二语项目建设的理论与实践: 从教学法、师资培训谈起
  9. 華語「知道類」近義詞之習得順序
https://doi.org/10.1515/caslar-2023-2002
Keywords for this article
Chinese as a second language teaching and learning; language partners; post-COVID-19; telecollaboration

Articles in the same Issue

  1. Frontmatter
  2. Papers in English
  3. Assessing the dimensionality of Chinese as a second language reading: a confirmatory factor analysis approach
  4. A critical review of telecollaboration in Chinese as a second language education: a post-COVID-19 outlook
  5. Anxiety in L2 Chinese from different angles
  6. Papers in Chinese
  7. 发展与挑战: 从一个大学的中文项目看美国中文教育的发展
  8. 汉语为二语项目建设的理论与实践: 从教学法、师资培训谈起
  9. 華語「知道類」近義詞之習得順序
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